| Acnkowledgements | 第1-5页 |
| 摘要 | 第5-7页 |
| Abstract | 第7-13页 |
| Chapter Ⅰ Introduction | 第13-18页 |
| ·Significance of English writing teaching & learning | 第13-14页 |
| ·Currently unsatisfactory situation of English writing teaching & writing | 第14-16页 |
| ·The purpose of the study | 第16-18页 |
| Chapter Ⅱ Literature Review | 第18-49页 |
| ·Recitation and language learning | 第18-25页 |
| ·Definition of recitation | 第18页 |
| ·How recitation works | 第18-19页 |
| ·Recitation in Chinese learning | 第19-21页 |
| ·Correlated viewpoints and researches about recitation | 第21-25页 |
| ·Outside China | 第21-22页 |
| ·In China | 第22-25页 |
| ·Input and foreign language learning | 第25-32页 |
| ·The role of input | 第25-26页 |
| ·Optimal input hypothesis | 第26-29页 |
| ·Be comprehensible | 第27页 |
| ·Be interesting and relevant | 第27-28页 |
| ·Not be grammatically sequenced | 第28页 |
| ·Be in sufficient quantity | 第28-29页 |
| ·Students shouldn't be put on the defensive | 第29页 |
| ·Evaluation and pedagogical implications | 第29-31页 |
| ·Compare characteristics of recitation input with those of optimal input | 第31-32页 |
| ·Transfer and culture-dependent thought patterns | 第32-40页 |
| ·Interpretation of culture-dependent thought patterns | 第33-34页 |
| ·Contrast of several pairs of features about thought patterns reflected in writing | 第34-39页 |
| ·Directness vs. indirectness | 第34-36页 |
| ·Creativity and originality vs. memorization and quotation | 第36-38页 |
| ·Objectivity vs. subjectivity | 第38-39页 |
| ·Pedagogical implications | 第39-40页 |
| ·Memory and foreign language learning | 第40-49页 |
| ·Memory-based language | 第40-42页 |
| ·Language chunk | 第42-43页 |
| ·Short-term (working)/long-term memory | 第43-45页 |
| ·Declarative/procedural knowledge | 第45-46页 |
| ·Pedagogical implications | 第46-49页 |
| Chapter Ⅲ Experimental Study | 第49-65页 |
| ·Subject selection | 第49页 |
| ·Instrument designation | 第49-50页 |
| ·Specific procedures | 第50-51页 |
| ·Select materials for recitation | 第50页 |
| ·Check how well students have accomplished their reciting tasks | 第50页 |
| ·Guide students to model writing of what they have learned by heart | 第50-51页 |
| ·Encourage free writing in the form of journal or diary | 第51页 |
| ·Result of the experiment | 第51-58页 |
| ·Data collection and analysis | 第51-55页 |
| ·Specific contrast of writings from subject and control class | 第55-58页 |
| ·Content (whether full and rich) | 第55-56页 |
| ·Organization (whether well knitted and logically constructed) | 第56-57页 |
| ·Diction (whether words being properly or accurately used) | 第57页 |
| ·Language (whether fluent and idiomatic) | 第57-58页 |
| ·Feedbacks (by questionnaires and interviews) and analysis | 第58-62页 |
| ·Feedbacks | 第58-61页 |
| ·Analysis | 第61-62页 |
| ·Some factors that affect the accuracy of the experiment | 第62-65页 |
| Chapter Ⅳ Further Interpretation—Pedagogical implications of recitation input | 第65-77页 |
| ·Reinforce language input and foster linguistic sense | 第65-68页 |
| ·Monitor Chinglish and reduce negative transfer | 第68-71页 |
| ·Build self-confidence and reduce anxiety | 第71-74页 |
| ·Train memory and optimize knowledge system | 第74-77页 |
| Chapter Ⅴ Conclusion | 第77-79页 |
| Bibliography | 第79-86页 |
| Appendix | 第86-88页 |
| Questionnaire Ⅰ | 第86-87页 |
| Questionnaire Ⅱ | 第87-88页 |
| Interview | 第88页 |
| questions | 第88页 |
